English program for North Korean refugee college students: What promotes and what hinders the students from achieving learning goals?

Abstract

This study was designed to expand our understanding about the ways in which North Korean refugee college students (NKRCS) acquire English as a foreign language in their newly adapted South Korean society. Using a socio-educational model, NKRCSs perception toward English, which includes their openness and identification with the target language community and their culture, was closely examined. Holding the understanding about their perception, we analyzed factors that promote and hinder North Korean refugee college students from success in English learning in relation to their English language learning motivations. A quantitative survey was administered to 28 participants, complemented with qualitative interviews with 24 participants. Results found there was a discrepancy between the instrumental goal of the program of improving scores on the TOEIC (Test of English for International Communication) and the learning goals of the participants, which demotivated them and led to low attendance and low performance on the TOEIC. Both quantitative and qualitative results, however, indicated that most of the participants were not ready to take the TOEIC but wished to learn more about basic and conversational knowledge of English, which reflected integrative motivation.